People Who Drink Alcohol essays

People Who Drink Alcohol essays All people who drink alcohol have different effects towards the drug. These effects can be divided into three different categories; some get happy, some think they get powerful, and a majority gets stupid. Each category can be divided into three different reactions towards the drug. The first category of people, who drink alcohol, is that some get happy. These are the people you see at the clubs buying everyone drinks. Youll also see these people sitting on a bar stool, telling everyone how grateful they are. This category of drinkers is good, if you want to have someone telling you, youre not worthless because you just got dumped. The second categories of people, who drink alcohol, are the ones who get powerful. This is otherwise known as the Superman Syndrome. These are the people who think they can fly and jump over small buildings. These alcohol drinkers are only looking for a rival, someone to test their skills on. Avoid this category of people in any case. If a confrontation does occur never disagree with them. They know not what they do. The last categories of people, who drink alcohol, are the ones who get stupid. After a couple of drinks they start to get loud and irritating. These drinkers spend half the night trying to figure out where they are, how they got there, and how there getting home. A lot of the time there are people around this drinker acting the same way, there fore feeding the problem. These people are both annoying and embarrassing to be around. In conclusion people who drink alcohol can be categorized into three different categories; some get happy, some think they get powerful, and a majority get stupid. Dont be a category. ...

Reactions in Water or Aqueous Solution

Reactions in Water or Aqueous Solution Several types of reactions occur in water. When water is the solvent for a reaction, the reaction is said to occur in aqueous solution, which is denoted by the abbreviation (aq) following the name of a chemical species in a reaction. Three important types of reactions in water are precipitation, acid-base, and oxidation-reduction reactions. Precipitation Reactions In a precipitation reaction, an anion and a cation contact each other and an insoluble ionic compound precipitate out of solution. For example, when aqueous solutions of silver nitrate, AgNO3, and salt, NaCl, are mixed, the Ag and Cl- combine to yield a white precipitate of silver chloride, AgCl: Ag(aq) Cl-(aq) → AgCl(s) Acid-Base Reactions For example, when hydrochloric acid, HCl, and sodium hydroxide, NaOH, are mixed, the H reacts with the OH- to form water: H(aq) OH-(aq) → H2O HCl acts as an acid by donating H ions or protons and NaOH acts as a base, furnishing OH- ions. Oxidation-Reduction Reactions In an oxidation-reduction or redox reaction, there is an exchange of electrons between two reactants. The species that loses electrons is said to be oxidized. The species that gains electrons are said to be reduced. An example of a redox reaction occurs between a hydrochloric acid and zinc metal, where the Zn atoms lose electrons and are oxidized to form Zn2 ions: Zn(s) → Zn2(aq) 2e- The H ions of the HCl gain electrons and are reduced to H atoms, which combine to form H2 molecules: 2H(aq) 2e- → H2(g) The overall equation for the reaction becomes: Zn(s) 2H(aq) → Zn2(aq) H2(g) Two important principles apply when writing balanced equations for reactions between species in a solution: The balanced equation only includes the species that participate in forming products. For example, in the reaction between AgNO3 and NaCl, the NO3- and Na ions were not involved in the precipitation reaction and were not included in the balanced equation.The total charge must be the same on both sides of a balanced equation. Note that the total charge can be zero or non-zero, as long as it is the same on both the reactants and products sides of the equation.

Case Study of a specific Advertising Campaign Essay

Case Study of a specific Advertising Campaign - Essay Example Following this, the company launched its ‘Happy to Help’ campaign, featuring the popular Hutch mascot (a Pug) and offering excellent customer service to its subscribers. This too was an effort in vain as people still connected the pug to the old brand, counteracting the company’s efforts to establish their presence in the country. This left Vodafone in a difficult situation where they needed to bring out their own mascot which would win over the hearts of the people while simultaneously communicating their USPs to their target audience. As explained by Harit Nagpal, the then Chief Marketing Officer of Vodafone India in an interview to afaqs (2009), Vodafone was acquiring customers at a very fast pace, but a large number of them were unaware of the value added services offered by their telecom service provider. Some of these services, like phone backup, had been available for over two years without being used much. Thus, the marketing team at the organisation felt a need to showcase their array of products and services, build an emotional bond with their customers and still be positioned as a market leader. It was this need that led to the creation of India’s most loved brand mascot in a decade. Conceptualizing the Campaign When in trouble, you turn to your best friend. If Vodafone India had a best friend, it was their multi award-winning ad agency Ogilvy and Mather, which was tasked with coming up with a new mascot and ad campaign to accomplish these goals. According to an interview with Rajiv Rao, Executive Creative Director, South Asia, Ogilvy India, the only brief given to the agency about the desired mascot was that the character had to be ‘simple to a stupefying level’ (afaqs 2009). After much experimentation, the agency came up with characters with humungous ellipsoid heads (with dots for eyes and the mouth) and disproportionately thin bodies clad in white. These ‘Zoozoos’ were simple living characters who spoke a language of their own (quite akin to the tongue of gibberish) and expressed emotions in a manner similar to the emoticons one came across on chat engines and forums. The idea behind using these characters was to portray slightly comical and endearing scenes featuring these Zoozoos where each scene or advertisement was used to portray one value added service to the customer. Each film was shot against a grey background, showing these characters interacting with each other with the product story weaved in. The Beginning of the Campaign Once they were done creating a mascot for an extremely ambitious purpose and shooting advertisements with extremely high expectations, the agency had the unenviable task of deciding when, where and how to launch this campaign. The company’s investment in the previous year’s ‘Indian Premier League’ cricket tournament had failed to make much of an impact on the target audience despite the series shattering the countr y’s television rating records for the past half decade. Therefore, it came as a surprise to most that the agency recommended investing an entire quarter’s advertising budget into the 47 day tournament and that the client complied (4Ps Business and Marketing, 2007). While the company took a huge risk choosing to invest in a venture that had already failed them in the recent past, they incorporated one significant change in their advertising strategy. The idea now was to

Database Logic and Management questions Module 2 Article

Database Logic and Management questions Module 2 - Article Example However, we still need a logical design for the reason that building a physical design without logical design is similar to building a house without blueprints. In fact, the basic purpose of building a logical database design is to ensure that all the entities and their possible relationships required by the database are entirely and exactly identified and described. In view of the fact that logical database design is built using easy to understand symbol and language, hence it can be easily examined and validated as accurate by the end-users. As discussed above, this logical database design works as a guide that is to be followed by the database developers to use as a "blueprint" for developing the physical database model. In this scenario, the information provided in the logical database model is utilized to describe the relational tables, entities, stored procedures, primary and foreign keys, and triggers (Liberty University, 2013). In the past few years, the use of information systems in the healthcare industry has raised to a huge extent. In this scenario, organizing and administrating healthcare resources has turned out to be a challenge in opposition to time, for the reason that having control over the expansion of the disease is now as significant as treating it. Additionally, computerization and automation of clinical firms through information systems containing large databases offers a large number of benefits. In addition, in many researches authors have emphasized on the need to be aware of the situational aspects that force individuals’ comfort with receiving and distributing healthcare information in an electronic arrangement. In this scenario, one suggestion is to investigate severer rule of medical information, for instance, to make sure that stakeholders evidently recognize who they are, for what reason they will collect and distribute the data, what kind of data they will take and even to pose any limitations and restrictions

House of the Spirits Essay Example for Free

House of the Spirits Essay In Isabel Allende’s novel The House of the Spirits, there are two definitive classes of people that are present throughout the novel. The poor class, including the peasants of Tres Marias and the socialist party members, has continual resentment towards the other class, which is the wealthy aristocratic class. The wealthy division of the novel shows little humanity towards the poor, treats the poor as servants, and control all politics involved in the country. The wealthy’s treatment of the lower class shattered the peace experienced by Chile because the poor and the wealthy maintained a struggle to co-exist with such division between their classes. The struggles between the two classes was first established early on in the novel at Tres Marias where Estreban Trueba makes it clear that he is the leader of the land and the rest of the tenants were much less important than him. Trueba was a part of the wealthy class and he takes the peasants that are housed on his land and he takes complete advantage of the people there. Word of his cruelty spread throughout the region, provoking jealous admiration among the men of his class. The peasants hid their daughters and clenched their fists helplessly because they could not confront him. Esteban Trueba was stronger, and he had impunity† (Allende 63). There was nothing that the peasants could do to a man of a higher class and Trueba takes full advantage of this. He acts as though he is untouchable throughout the novel and that the wealthy class can do whatever they please. Esteban Trueba speaks of how he believes that since he is in a higher and wealthier class, he is free to do anything that he wishes, including raping the women of Tres Marias. Esteban sees the people that live on his land as lesser human beings and Esteban believes that poor people are completely ignorant and uneducated. Theyre like children, they cant handle responsibility. How could they know whats best for them? Without [Trueba] theyd be lost (64). This attitude that the wealthy class has for those in the book ignites the resentment felt by the poor class that resounds in the rest of the story. The inequality that is present between these two classes is unbelievable throughout the book that even parts of the wealthy class begin to realize the damage that their right wing government has caused to the lower division of Chile. Even Esteban Trueba’s immediate family senses the problems that the poor face. â€Å"[Clara] now took Blanca with her on her visits to the poor, weighed down with gifts and comfort. ‘This is to assuage our conscience, darling,’ she would explain to Blanca. ‘But it doesnt help the poor. They dont need charity, they need justice’† (136). Because of this unequal treatment of the classes and the resentment that the poor held for the wealthy, the two classes could not continue to co-exist. The incessant struggle that the lower class faced when the wealthy controlled everything forced them to begin a revolution so that they can finally take control of their own lives instead of living to please the wealthy. Throughout the novel, the wealthy controlled every part of the country’s government and therefore, they controlled the country as a whole until the day that Esteban Trueba lost the election and the socialist party came to power. This is when the poor finally ceased to be dominated by the wealthy. â€Å"They lit torches, and the jumble of voices and dancing in the streets became a disciplined, jubilant procession that advanced toward the well-tended avenues of the bourgeoisie, creating the unaccustomed spectacle of ordinary citizens – factory workers in their heavy work shoes, women with babies in their arms, students in shirt-sleeves – calmly marching through the private, expensive neighborhood where they had rarely ventured before, and in which they were complete foreigners† (340). After the socialist victory there was room for a class that was previously completely blocked from the wealthy areas of living as well as in the government. The poor and the wealthy became much more even in terms of rights which, in turn, made the two classes much less divided. With such deplorable treatment of the lower class, the two classes could never co-exist peacefully unless there was a dramatic change in Chile. With a socialist victory over the conservatives, there was room for the differences between the poor and the wealthy to be diminished and for the country to be diplomatic.

Analysis of Because I Could Not Stop for Death by Emily Dickinson :: Because Could Stop Death Dickinson Essays

Analysis of "Because I Could Not Stop for Death" by Emily Dickinson   Ã‚  Ã‚  Ã‚  Ã‚  The poets of the nineteenth century wrote on a variety of topics. One often used topic is that of death. The theme of death has been approached in many different ways. Emily Dickinson is one of the numerous poets who uses death as the subject of several of her poems. In her poem "Because I Could Not Stop for Death," death is portrayed as a gentleman who comes to give the speaker a ride to eternity. Throughout the poem, Dickinson develops her unusual interpretation of death and, by doing so, composes a poem full of imagery that is both unique and thought provoking. Through Dickinson's precise style of writing, effective use of literary elements, and vivid imagery, she creates a poem that can be interpreted in many different ways.   Ã‚  Ã‚  Ã‚  Ã‚  The precise form that Dickinson uses throughout "Because" helps convey her message to the reader. The poem is written in five quatrains. The way in which each stanza is written in a quatrain gives the poem unity and makes it easy to read. "I Could Not Stop for Death" gives the reader a feeling of forward movement through the second and third quatrain. For example, in line 5, Dickinson begins death's journey with a slow, forward movement, which can be seen as she writes, "We slowly drove-He knew no haste." The third quatrain seems to speed up as the trinity of death, immortality, and the speaker pass the children playing, the fields of grain, and the setting sun one after another. The poem seems to get faster and faster as life goes through its course. In lines 17 and 18, however, the poem seems to slow down as Dickinson writes, "We paused before a House that seemed / A Swelling of the Ground-." The reader is given a feeling of life slowly ending. Another way in which Dickinson uses the form of the poem to convey a message to the reader occurs on line four as she writes, "And Immortality." Eunice Glenn believes that the word "Immortality" is given a line by itself to show its importance (qtd. in Davis 107). Perhaps the most notable way in which Dickinson uses form is when she ends the poem with a dash. Judith Farr believes that the dash seems to indicate that the poem is never ending, just as eternity is never ending (331). In conclusion, Dickinson's form helps the reader begin to comprehend the poem.   Ã‚  Ã‚  Ã‚  Ã‚  Figurative language is one of the literary elements that Dickinson uses to help convey hidden messages to the reader.

Theory of knowledge

What are the methods of the historians and how do they compare with other methodologies: First of all, we have to know what is the definition of history: It is a branch of knowledge dealing with past events, political, social, economic, of a country, continent, or the world. It is an orderly description of past events. It is also a train of events connected with a person or thing. Secondly I will define what is a method. It is 1) a system, orderliness, 2) it is a way of doing something 3) doing things with 4) it is a science or study of something. The differences between the facts of the past and historical facts: We all know, or think we know, what a fact is: a reliable piece of information, something we know to be, in the common sense meaning of the word â€Å"true†. We also know, or think we know, what an historical fact is. Give examples. These are facts, definite pieces of historical knowledge, close perhaps to the natural scientific knowledge the nineteenth century historians wanted to use as their model of knowledge. But these facts are only the start of history, only the foundation on which history is built. History is not the facts of the past alone but the processing of these facts into a coherent, meaningful interpretation of the past with which these facts are concerned. â€Å"History is the interpretation of these facts, the processing of them into a narrative with causes and effects.† These facts, these pieces of information about the past are important to historians. Historians must be certain of their accuracy, must have confidence in their integrity before they can confidently interpret them for their contemporaries. Historians collect their facts from whenever they can. Certain historical facts, mostly those obtained from archives, may be collected directly by historians themselves. Historians can visit public records offices or churches and examine historical documents directly. Epigraphy is an interesting example of such a discipline. It is the study of ancient inscriptions: letters and words and symbols, chiselled, moulded or embossed on stones. E.g.: the Rosetta stone: it is an inscribed stone found near Rosetta in northern Egypt in 1799. History is a selection: Historians make history by selecting facts and processing them and it is the processing that creates history. History has been described as an enormous jig saw with lots of bits missing. Historians try to create the missing pieces. They can only do this by selecting from all the information available to them. What evidence we have for this comes, of course, from the people in the middle Ages who wrote about their own lives and times. And the people who wrote about their own lives and times in the middle Ages in Europe were monks and priests. Imaginative understanding is an important part of an historian's skill, but imaginative understanding varies from historian to historian. They have to imaginatively understand the minds of the older people. The only way they can do this is by using their own thought processes. Historians recognize that to portray history is impossible. They cannot really be sure of the motives of the writers of the archive documents. â€Å"The past can only be seen through the eyes of the present†. Historian should present their records of the past. Ranke and his fellow nineteenth century historians believed that not only was it possible to present the past â€Å"How it really was† but they also believed they were doing exactly that when they wrote their history books. The historian's job was to collect together a proven body of facts and present them to the readers. Is history a unique area of knowledge? We have seen that natural sciences, mathematics and logic, and the social sciences have distinctive areas of knowledge. Can a similar claim be made for history? YES of course it can be made!!!!. One way of answering this question is to look at the work of historians. As we do this, we should ask ourselves the question † What do historians do that scientists, mathematicians and social scientists do not do?†!!!!!. Four different stages exists: 1) Recording: Some scholars collect records and preserve evidence from the past. If we stick to our definition of historians as interpreters of facts these scholars are not historians in our sense of the word. They are archivists and curators, collectors and preservers. E.G: Nothing is moved until photographs are taken, measurements made and meticulous records compiled of everything that is there and exactly where it is. That is the work of the historical researchers who record and preserve evidence from the past. Every objects is recorded and, as far as possible identified. The historical knowledge these Historians have is no different from the knowledge of natural science: it is empirical and of course objective. Give example of the titanic. 2) Assessment: These historians asses the evidence they have, compare it to other similar evidences that might be available and come to the conclusion that Holden's room are indeed a unique historical event. 3) Reconstructing the past: Having assessed the evidence and accepted its importance, historians now have to use it, to infer from it and to reconstruct the past. They use evidences. Historians also are interested in reconstructing beyond the obvious. They attempt to reconstruct the values of a wealthy youth 100 years ago. 4) Interpreting: Historians ask themselves questions. They might compare the artefacts with other atifacts for instance†¦ Historians' ways of knowing are distinct. They record, assess, reconstruct and interpret in a way that others scholars do not. Historians continually reinterpret the events of the past and reappraise them for each new generation. Historical sources: Primary and secondary sources: The problem with the past is that it has passed. It has gone. The idea of all time past, and present, running parallel is intriguing but until we have the technology to explore other times in reality, we have to explore the past through what the past has left us, through the multitude of artefacts surviving from times past. Historians use what they term PRIMARY SOURCES as their main access to the past. Secondary sources are also available: these are sources of information provided by other historians. Primary sources are the bedrock of history. They include every conceivable type of documents: maps, treaties, churches and temple records, imperial archive documents, letters, legal records, diaries, newspapers, catalogues and even bus tickets. They can be formal or informal, private or public, serious or frivolous. Primary sources also include artefacts. Unlike science, say, history is often criticized for serving no purpose. We are unable to learn from history, it is argued, either because precisely the same circumstances as in the past cannot arise again in future, or because if sufficiently similar circumstances did arise, we would not be able to act differently. In the natural sciences we have both statements of immediate observations, reporting for instance the outcome of an experiment, and general laws from which we can derive predictions. These two kinds of statements are justified in quite different ways: observational statements by perception. The evidence, not necessarily written, which historical research is based on are the ‘sources'. Sources need not be items that go back to the time in history which is being studied, but can be texts written since then about that time: the former are called primary, and the latter secondary sources. There are two main questions that must be asked regarding primary sources. The first of these concerns their authenticity, or genuineness. Suppose that we have, for instance, a painting of a particular historical event; then the painter may have added or omitted certain details to please his customer, or to make it a better painting, he may not have been there himself and have used incomplete accounts, the painting could even be a later forgery, and so on. The other question concerns their completeness. We must bear in mind that the material available to us has already been systematically selected, in a variety of ways: we tend to know more about the upper classes of the societies we study, because it is largely their doings that were recorded, while we find many ruins in some parts of the world, little remains of the wooden structures that were more common elsewhere, and so on. On one side there are those who hold that historical explanation must be like the scientific explanation of an event: to understand an historical event, we must have a general, or ‘covering' law, so that from this law and a description of the historical situation we can deduce that the event would happen. For even where history is capable of being objective, there are problems with the ‘evidence' it is based on, as we have seen: the sources available may not be authentic, and they will certainly be incomplete. And to the extent that history is (necessarily) subjective, i.e. a matter of the position from which it is written, historical accounts or explanations are liable to the problem of bias, i.e. partiality, tendentiousness or even prejudice. The historian cannot be objective about the period, which is his subject. In this he differs (to his intellectual advantage) from its most typical ideologists, who believed that the progress of technology, ‘positive science' and society made it possible to view their present with the unanswerable impartiality of the natural scientist, whose methods they believed themselves (mistakenly) to understand. For much of the time that history has been written, the work of the historian was not thought to be particularly problematic — as long as he had the right intentions, he would just try to discover the truth, and †tell how it really was.† The first law for the historian is that he shall never dare utter an untruth. The second is that he shall suppress nothing that is true. Moreover, there shall be no suspicion of partiality in his writing, or of malice. History, then, is not, as it has so often been misdescribed, a story of successive events or an account of change. Unlike the natural scientist, the historian is not concerned with events as such at all. He is only concerned with those events, which are the outward expression of thoughts. †¦ Theory of Knowledge Bertrand Russell was a British philosopher and a mathematician who is generally recognized as one of the founders of analytic philosophy. He, like many other people was searching for proof and evidence of us- people being rational animals, whose thoughts and actions are reasonable and sensible. Reason is a way of knowing in which we build up explanations by refining independent ideas and theories in order to reach a logical conclusion or in other words we use reason to decide whether something is correct or wrong. Through observations and experiments we can prove by reason if our hypothesis was right, and by this broaden our knowledge horizons. Reason is present as much as in everyday choice making, as it is present in science, mathematics and other areas of knowledge. However reason is not always the most useful way of knowledge, for example in music and arts, as we are not robots and we also rely on our emotions and perception. So how can we gain truth by reason, when there are so many different opinions and emotions involved? Reason can help us gain knowledge, but only to a certain extent and therefore it has its strengths and weaknesses, which I am going to discuss in my essay. In science logic and reason are said to be the core element to get a valid conclusion, but there are some contradictions and exceptions to this general judgment. For example in biology, we use reason and logic to make a hypothesis, and then through several experiments or observations, we can obtain a valid and logical conclusion, which will support our hypothesis. As an example, a biology class, had to run an experiment to find out the presence of glucose and starch in two different food solutions. In two test tubes A and B, two different food solutions, which are unknown to the students, are found. The class divided into four different groups and each group had to add chemicals such as iodine for starch and benedicts solution for glucose to find out, in which test tube was each solution. If starch was present the solution had to turn from blue to black, and for glucose it had to change from blue to orange. Group 1, was successful and their one solution turned to black, proving that it has starch in it and the other turned orange demonstrating that it has glucose. Group 2 however, had a negative outcome, as both of their solutions did not change color, therefore showing that it has none of the solutions present. One of the solutions of group 3 turned green, instead of orange, therefore contradicting the hypothesis and the whole theory. By this example we see that logic and reason, has its own uncertainties and doubts. Reason can sometimes obscure our knowledge if we see something, which contradicts our initial theory. This logic is quite similar to perception, as we need to use our five senses- see, hear, touch, taste and smell to acquire a rational verdict. In music and art, I think that reason as a way of knowing has both advantages and disadvantages. We cannot express our opinion on a piece of music or a piece of art without bringing up emotion and perception. A composer cannot write music without any feelings, same as an artist cannot paint without inspiration through his senses. A piece of music however requires some basic reason. For example if a composer needs to write a concerto for a violin, he will not write a concerto for a piano, and no other instrument than a violin can replace it. This is very basic reason, but we can see that it is present in creative arts. I am an IB Art student and I know that reason has little to do with it. Making art is based mostly on emotion and on the way we feel or what we think at a certain moment. Art comes from the heart, and reason is only present when we need to know which two colors for example make purple or what do we need to do to make a canvas. Add reason Another demonstration of advantages and disadvantages of reason is present the case of superstitions. In many cultures superstitions make up a lot of beliefs that are carried throughout generations. For example it is said that it is bad luck to go forward of a black cat has passed your way. Even though I have never heard anyone claim that he or she has bad luck because of a cat passing his or her way, I would still rather prefer to avoid it, as I was brought up with this and I actually started to believe in it. Even though there is no scientific prove of this superstition and common logic experience says that this is not true, most people would still avoid it. Therefore reason can be very objective, in a way that it can differ from different cultures and dissimilar beliefs. Mathematics is the one area where reason plays a fundamental part. Reason is the basis on which mathematics is founded. Before any mathematical theorem can be taken as true, it must be backed by a reasonable mathematical proof that shows, that the answer got is correct. This type of empirical, reasonable verification shows that of all the areas of knowledge, mathematics uses reason the most. In mathematics, an answer is either wrong or right. There is no midpoint in mathematics. Without reason, all mathematical arguments would naturally fail, and so if a mathematical statement cannot be fortified with reason, the statement should be rejected. Mathematics is the only area of knowledge where every statement must be backed up by reason. Reason itself is not enough to explain such things as the origins of the universe, or right and wrong, and so reason can and should be complemented by other sources of knowledge. Reason can be used when the sense misinformed us. For example when you put a straw in water senses tell us that the straw is bent, because it looks like it, but through reason we deduce that the straw is straight. Therefore reason is more reliable than our senses and is used more effectively. For the conclusion, I should discuss whether in the end our knowledge can be obtained purely by logic and reason, or it needs the support of human emotion and perception to give us reasonable comprehension of our existence. â€Å"Man is a rational animal who always loses his temper when called upon to act in accordance with the dictates of reason,†- this is a quote by Oscar Wilde. I agree with him as I think that emotions and feelings often overtake reason, as we are more driven by our desires, fears and passion than logic and rationality. I think that pure reason cannot exist without other ways of knowledge, and has its strengths and weaknesses. Reason is valid when it is not contradicted by anyone, but can we call something rational knowledge when someone disputes it? Reason within its domain is very reliable, as for example in mathematics, you can be almost one hundred percent certain that something is true, and this is the main strength of reason. I think that in all the other areas of knowledge, reason has many weaknesses. Reason always needs input from another source and therefore can only be reliable as its source of data. In the arts, in the absence of inspiration, no great work can be done, however reason is present in the mixing of colors and proportion and so on. Science without any data has no use of reason, and is therefore unreliable. My conclusion to this essay is that reason always needs input from another source and therefore can only be reliable as its source of data. Theory of Knowledge How do we acquire our knowledge? Don’t we acquire our knowledge through our senses? We know something is round because we have seen it and we have touched it. A blind person can distinguish a sphere from a cube, because of the sense of touch. But can a blind person really know what the difference between green and purple are? Maybe, but it might be a hard one to explain because you cannot really explain what light and dark is if a blind person has not really seen these differences. The eyes might not be the true organ of sight but in my opinion it is one of the necessary things needed to acquire knowledge. But what is sight? What is knowledge? According to the Oxford Dictionary sight is defined as the faculty or power of seeing, and knowledge is information and skills acquired through experience or education. The definition of sight from the Oxford Dictionary did not connect it with the word knowledge for knowledge helps us to describe the object that we are seeing. For example, if we look at an object with our eyes without any knowledge of what is being perceived, the object that we are seeing will be just an unknown object to us. The object being perceived does not contain that much meaning to it for the lack of knowledge. So is knowledge really the true organ of sight? It is to some extent for we cannot fully comprehend what we see if we did not have the previous knowledge to describe what we see and without seeing I think it makes it a little bit harder to acquire enough knowledge to fully describe what is around us. Can knowledge be only achieved by seeing? How do blind people acquire their knowledge without their eyes? I think they gain knowledge by experience, touching and hearing. They learn things differently than people who can see because they probably create their own images of what we see. It is through knowledge of what they have experienced that they â€Å"see† what is put infront of them. For us who can see and have been seeing in our life time gain knowledge from what we see and what we have experienced. All these contribute to us gaining knowledge of the world. Perception, defined as the act or faculty of apprehending by means of the senses or of the mind. This plays a vital role in some subjects rather than others because some just require more understanding than the rest. It is important to understand what you learn before practicing. In short, our senses do give us to a certain extent knowledge and this works together with the sense of perception. Theory of Knowledge How do we acquire our knowledge? Don’t we acquire our knowledge through our senses? We know something is round because we have seen it and we have touched it. A blind person can distinguish a sphere from a cube, because of the sense of touch. But can a blind person really know what the difference between green and purple are? Maybe, but it might be a hard one to explain because you cannot really explain what light and dark is if a blind person has not really seen these differences. The eyes might not be the true organ of sight but in my opinion it is one of the necessary things needed to acquire knowledge. But what is sight? What is knowledge? According to the Oxford Dictionary sight is defined as the faculty or power of seeing, and knowledge is information and skills acquired through experience or education. The definition of sight from the Oxford Dictionary did not connect it with the word knowledge for knowledge helps us to describe the object that we are seeing. For example, if we look at an object with our eyes without any knowledge of what is being perceived, the object that we are seeing will be just an unknown object to us. The object being perceived does not contain that much meaning to it for the lack of knowledge. So is knowledge really the true organ of sight? It is to some extent for we cannot fully comprehend what we see if we did not have the previous knowledge to describe what we see and without seeing I think it makes it a little bit harder to acquire enough knowledge to fully describe what is around us. Can knowledge be only achieved by seeing? How do blind people acquire their knowledge without their eyes? I think they gain knowledge by experience, touching and hearing. They learn things differently than people who can see because they probably create their own images of what we see. It is through knowledge of what they have experienced that they â€Å"see† what is put infront of them. For us who can see and have been seeing in our life time gain knowledge from what we see and what we have experienced. All these contribute to us gaining knowledge of the world. Perception, defined as the act or faculty of apprehending by means of the senses or of the mind. This plays a vital role in some subjects rather than others because some just require more understanding than the rest. It is important to understand what you learn before practicing. In short, our senses do give us to a certain extent knowledge and this works together with the sense of perception.